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Tales from the dollhouse: Children composing identities through play, language and story.

机译：玩具屋中的故事：孩子们通过玩耍，语言和故事来构成身份。

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摘要

Play is a pervasive, meaningful activity for the young child and around the world children play with energy, focus and pleasure. For over one hundred and fifty years theorists have tried to understand play beginning with ideas about instincts, energy and evolution in the 19th century, and in the 20th century, scientific, psychodynamic, and cognitive theories. Despite hundreds of play-related studies the focus has primarily been an adult one and the voices of children themselves about the importance of play in their lives and the kinds of play spaces they prefer has seldom been documented. This study, focused on children's understandings of play, may be timely as it comes when uses of technology, adult structured activities for children, fear of traffic and other factors continue to reduce children's opportunities for unstructured self-chosen play. The research used a narrative inquiry methodology situated within the theoretical background created by Dewey (1938), Clandinin and Connelly (2000), and combining story with a reflective process of inquiry. The researcher describes her narrative play beginnings and how these experiences shaped her identity. She then spends one calendar year playing alongside and documenting preschoolers' play in a classroom in a mid-sized, Western Canadian city. While she documented the play of numerous children at the school she chose to highlight the play of six in particular, three boys and three girls. The researcher documented the children's play words and stories in a field journal, collected samples of artwork, drawing and sculpture, movement and song and encouraged children to take photographs of their play. While initially positioned on the sidelines she was invited into play alongside the children and this perspective as a player provided unique insights. A number of wonders emerged from the children's play: the frequency with which children asked to play and chose this activity over other options; how children are empowered in play; how child play shifts and progresses over time and in different locations; gender specific play; the importance of identity-making in play; the diversities of play and play styles; the active role of adults in child play; the healing power of play; how popular culture is appropriated in play scenarios; and the essential relational aspects of human play. Further, as the researcher reflexively re-visited her own play stories she was made aware of how these powerful early experiences contributed to her own identity-making, life-orientation and provided pathways to love and social connection. The study opens a space to think about how the patterns of play or play rhythms that children openly convey as preschoolers, and in particular how they socially relate to other children and adults as they play, may be important frames of reference or markers for later learning in elementary school and beyond. The inquiry also highlights the need for adults to attend to children who have difficulty interacting playfully with their peers and to assist them with this important step. Play needs to be taken seriously. The stories illuminate what the children are figuring out in their play; what theories they might be testing; and how empathy for others is expressed in their play, among other issues. The narratives told may assist educators to better understand how children's play is vital not only as it appears to lay the groundwork for identity-making but also for the development of thoughtful, caring, democratic citizens.
机译：游戏是幼儿的一项普遍而有意义的活动，全世界的孩子们都充满活力，专注和愉悦。一百五十多年来，理论家一直试图从关于本能，能量和进化的观念开始理解游戏，而在20世纪则是科学，心理动力学和认知理论。尽管进行了数百项与游戏相关的研究，但关注的焦点主要是成人，而儿童本身关于游戏在其生活中的重要性以及他们喜欢的游戏空间的声音很少被记录下来。这项针对儿童对游戏的理解的研究可能很及时，因为使用技术，针对儿童的成人结构化活动，对交通的恐惧和其他因素继续减少了儿童进行非结构化自我选择游戏的机会。该研究使用了叙事探究方法论，该探究方法论是在Dewey（1938），Clandinin和Connelly（2000）创建的理论背景下进行的，并将故事与反思性探究过程相结合。研究人员描述了她的叙事剧开始，以及这些经历如何塑造了她的身份。然后，她花了一个日历年在加拿大西部中型城市的教室里一起玩耍并记录学龄前儿童的游戏。当她记录了学校中许多孩子的游戏时，她选择突出显示六个男孩，三个男孩和三个女孩的戏剧。研究人员在田野杂志上记录了孩子们的游戏语言和故事，收集了艺术品，绘画和雕塑，动作和歌曲的样本，并鼓励孩子们为他们的游戏照相。最初坐在场外时，她被邀请与孩子们一起玩耍，而作为一名球员的这种观点提供了独特的见解。儿童游戏产生了许多奇迹：儿童要求玩耍并选择这项活动的频率高于其他选择；如何在游戏中增强儿童的能力；儿童游戏如何随着时间和地点的变化而变化和发展；性别特定游戏；游戏中身份认同的重要性；玩法和玩法的多样性；成人在儿童游戏中的积极作用；游戏的治愈能力；在游戏场景中如何适应流行文化；以及人类游戏的基本关系。此外，当研究人员反思性地重新审视自己的戏剧故事时，她意识到这些强大的早期经历如何促进了她自己的身份认同，生活取向并提供了通往爱情和社交联系的途径。该研究为思考儿童在学龄前儿童时公开表达的游戏方式或游戏节奏开辟了空间，尤其是它们在与其他儿童和成年人玩耍时的社交关系，可能是以后学习的重要参考或标志在小学及以后。调查还强调，成年人需要照顾与同龄人难以嬉戏互动的儿童，并协助他们迈出重要一步。比赛需要认真对待。这些故事阐明了孩子们在玩耍中想出什么。他们可能会检验哪些理论；以及在游戏中如何表达对他人的同情心等。所讲的故事可能有助于教育工作者更好地理解儿童游戏的重要性，这不仅因为它为身份认同奠定了基础，而且也为有思想，关怀和民主的公民的发展奠定了基础。

著录项

  • 作者

    Adeney, Robin Jeanne.;

  • 作者单位

    The University of Regina (Canada).;

  • 授予单位 The University of Regina (Canada).;
  • 学科 Education Early Childhood.;Psychology Developmental.;Psychology Social.;Education Teacher Training.
  • 学位 Ph.D.
  • 年度 2011
  • 页码 213 p.
  • 总页数 213
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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